ISE Human Diversity in Education

9 ed
ISBN: 978-1-260-08549-5
Verlag: McGraw-Hill Education

Buch, Englisch, 480 Seiten, Format (B × H): 254 mm x 203 mm, Gewicht: 732 g

Human Diversity in Education: An Intercultural Approach prepares teachers and other human-service providers to teach and interact more effectively with the diverse pool of students they are certain to encounter, and help them to create an accepting and welcoming learning environment for all. It uses a research-based approach with cross-cultural and intercultural emphasis. The ninth edition provides a broad treatment of the various forms of diversity common in today's schools, including nationality, ethnicity, race, religion, gender, social class, language acquisition and use, sexual orientation, health concerns, and disability. We also maintain its research-based approach, with an increased cross-cultural and intercultural emphasis.  We continue to stress that it is both at the level of the individual teacher as well as the organizational structure of the school where significant change must occur with regard to how diversity is understood and accommodated. Instructors and students can now access their course content through the Connect digital learning platform by purchasing either standalone Connect access or a bundle of print and Connect access. McGraw-Hill Connect® is a subscription-based learning service accessible online through your personal computer or tablet. Choose this option if your instructor will require Connect to be used in the course. Your subscription to Connect includes the following: - SmartBook® - an adaptive digital version of the course textbook that personalizes your reading experience based on how well you are learning the content.
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- The option to purchase (for a small fee) a print version of the book. This binder-ready, loose-leaf version includes free shipping.

Autoren/Hrsg.

Cushner, Kenneth

McClelland, Averil

Safford, Phillip

Inhaltsverzeichnis

Table of Contents:  Part 1 Foundations for Teaching in an Increasingly Intercultural Context  Chapter 1 Education in a Changing Society Case Study: Samantha Carter’s Diversity Class The Reality of Social Change Institutions in Transition The Impact of Specific Changes on Basic Institutions Rethinking Schools and Learning: The Effort to Reform Our Schools The Difficulty of Change Ideological Perspectives on Multicultural Education Goals of This Book Goal 1: To Recognize Social and Cultural Change Goal 2: To Understand Culture, Learning, and the Culture-Learning Process Goal 3: To Improve Intergroup and Intragroup Interactions Goal 4: To Transmit Intercultural Understanding and Skills to Students The Role of Stories, Cases, and Activities Stories Case Studies and Critical Incidents Summary Chapter Review Key Terms Reflective Questions References  Chapter 2 Multicultural and Global Education: Historical and Curricular Perspectives Historical Perspectives on Diversity in the United States We Have Been Different From the Beginning Case StudyIndustrialization, Immigration, and Religious Pluralism The Civil War: Freedmen’s Schools and the Issue of Race Historical Perspectives on Approaches to Diversity in U.S. SchoolsAnglo-Conformity and Assimilationist Ideology Multiculturalism and Pluralist Ideology: The Civil Rights Movement and the SchoolsThe Emergence of Global Education in the United StatesMulticultural and Global Education: Differences and Similarities Challenges to Multicultural and Global Education in American SchoolsThe Difficulties of ChangeIdeological Resistance to Broader PerspectivesIdeological Shifts in Governmental Politics from Liberal to ConservativeInternationalization in Higher EducationIntercultural Education and the Preparation of Teachers in Higher EducationThe Impact of Global Perspectives on American EducationSummary Chapter Review Key Terms Active Exercise Reflective QuestionsReferences  Chapter 3 Culture and the Culture-Learning Process Exploring the Concept of Culture Case Study: Beechland Heights: A Thought Experiment Defining Culture Culture in Everyday Use Commonalities in Definitions of Culture Humans Construct Culture Culture Is Shared Culture Is Both Objective and Subjective Culture Is Nurtured Applying the Concept of Culture Culture-Specific Versus Culture-General Frameworks The Culture-Learning Process What Is Learned: The Sources of Cultural Knowledge How Culture Is Learned: The Socializing Agents When Culture Is Learned: The Process of Socialization Primary Socialization and Cultural Similarities Secondary Socialization Some Consequences of Socialization Perception and Categorization Some Limits on Socialization Understanding Cultural Differences Variations in Cultural Environments: Returning to Beechland Heights Variations in Cultural Attributes, Socializing Agents, and Cultural Learners Summary Chapter Review Key Terms Active Exercise Refl ective Questions References  Chapter 4 Classrooms and Schools as Cultural Crossroads Case Study: Melinda’s Induction Year Dilemma Schools and Classrooms: Where Cultures Intersect Student Culture Teacher Culture Parent Culture School Culture Teachers as Cultural Mediators Cross-Cultural Adaptation Acculturation and Identity Themes From Cross-Cultural PsychologyA Model of Intercultural Interaction Stage 1: Understanding Emotional Responses in Intercultural Interaction Stage 2: Understanding the Cultural Basis of Unfamiliar Behavior Stage 3: Making Adjustments and Reshaping Cultural Identity Applying the Culture-General Model Identifying Commonalities Among Groups Identifying Differences Within a Group Critical Incidents at Wake Central High Discussion of Critical Incidents Summary Chapter Review Key Terms Active Exercise Reflective Questions References  Chapter 5 Intercultural Development: Considering the Growth of Self and Others Intercultural Competence Case Study: Dissent at Maplewood School Developing Intercultural Sensitivity Ethnocentric Stages of the DMIS Ethnorelative Stages of the DMIS Where are You, and Most Teachers, on the Intercultural Continuum?Critical Incidents at Maplewood Summary Chapter Review Key Terms Active Exercise Refl ective Questions References  Part 2 Multicultural Teaching in Action  Chapter 6 Creating Classrooms That Address Race and Ethnicity Case Study: The Chameleon Lay Versus Scientifi c Understanding of Race and Ethnicity Pedagogies: Old and New Roles: Old and New Place of Content Knowledge: Old and New Assessment: Old and New Understanding Prejudice and Racism The Functions of Prejudice Prejudice Formation: The Components of Prejudice How Children Learn Prejudice Extreme Cases of Prejudice Strategies for Prejudice Reduction Parent and Teacher Talk Curriculum Transformation Improving Social Contact and Intergroup Relations 180Some Cautions in Applying the Contact Hypothesis
Increasing Cognitive Sophistication
Improving Self-Confi dence and Self-Acceptance
Increasing Empathy for and Understanding of Others
Comprehensive Programs That Improve Intergroup Relations Antibias Education for Young Children Cooperative Learning A World of Difference Facing History and Ourselves Critical Incidents Summary Chapter Review Key Terms Active Exercise Classroom Activities Refl ective Questions References  Chapter 7 The Classroom as a Global Community: Nationality and Region Case Study: A Global Classroom Education in a Global Society What Is Globalization? Characteristics of Globalization Teaching With a Global Purpose Education for a Global Perspective How Do We Achieve the Cognitive Demands Required for a Global Mind-Set? Is Technology Facilitating a Global Mind-Set? Curriculum Transformation: The International Perspective Perspective Consciousness State of the Planet Awareness Cross-Cultural Awareness Knowledge of Global Dynamics or World Systems Awareness of Human Choice What, Specifi cally, Should Students Study? Characteristics of a Global Classroom Pedagogies: Old and New Roles: Old and New Place of Content Knowledge: Old and New Assessment: Old and New Teaching the Global Perspective Comprehensive International Education Frameworks Programs for the K–12 ContextInternational Baccalaureate Organization (IBO) Asia Society/EdSteps Programs for Teacher EducationPrograms That Link Schools Perspectives on a Globally Oriented Curriculum Ethical Concerns Summary Chapter Review Key Terms Active Exercise

Über Autor(innen)

McClelland, Averil
Averil McClelland is currently Associate Professor and Coordinator of the Cultural Foundations of Education program in the College and Graduate School at Kent State University from which she received her Ph.D. Dr. McClelland has had extensive experience in curriculum design and program evaluation, as well as experience with addressing issues of gender and education and cultural diversity in education. In addition to this text, she is the author of The Education of Women in the United States: A Guide to Theory, Teaching, and Research (Garland, 1992), as well as a number of articles in scholarly journals. She received the Distinguished Teaching award from Kent State University in 1996, and has a long-standing relationship with the National First Ladies Library, where she develops web-based curricula based on the lives of the nations 44 First Ladies. Her special interests are the history, sociology, and politics of education, the reconstruction of teacher education, and internationalizing the college curriculum for pre-service and practicing teachers.

Cushner, Kenneth
Kenneth Cushner is Professor of Education in the College and Graduate School of Education, Health and Human Services at Kent State University, Kent, Ohio, USA. In addition to this text, Dr. Cushner is author or editor of several books and articles in the field of intercultural education and training, including: Intercultural Student Teaching: A Bridge to Global Competence, (2007, Rowman Littlefield); Human Diversity in Action: Developing Multicultural Competencies in the Classroom, 3rd edition (2006, McGraw-Hill); International Perspectives on Intercultural Education (1998, Lawrence Erlbaum Associates); Improving Intercultural Interactions: Modules for Cross-Cultural Training Programs, volume 2 (with Richard Brislin, Sage Publications, 1997), and Intercultural Interactions: A Practical Guide, 2nd edition (with Richard Brislin, Sage Publications, 1996). A former East-West Center Scholar, he is a frequent contributor to the professional development of educators through writing, workshop presentations, and travel program development. He is a Founding Fellow and Past-President of the International Academy for Intercultural Research, and past Director of COSTthe Consortium for Overseas Student Teaching, which regularly sends students to student teach in 16 countries. In his spare time, Dr. Cushner enjoys music (percussion and guitar), photography, and travel. He has developed and led intercultural programs on all seven continents.

Safford, Phillip
Philip Safford, Adjunct Professor of Psychology at Case Western Reserve University, is Emeritus Professor and former chair of Special Education at Kent State University. Prior to earning his Ph.D. through the Combined Program in Education and Psychology at the University of Michigan, with specialization in special education and child development, he had been a teacher and administrator in residential treatment programs for children with emotional disorders. Dr. Safford has authored or edited six books and numerous articles dealing with special education history, early intervention for young children with disabilities, and related topics. He has directed or co-directed a number of training, research, and demonstration projects in special education supported by federal and state grants.